2014
DOI: 10.1016/j.jslw.2014.02.004
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Development of EFL students’ mental models of writing and their effects on performance

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Cited by 28 publications
(15 citation statements)
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“…These two studies found that whether or not the participants took extra action (e.g., studying for TOEFLiBT) was a much stronger predictor of improvement in their L2 proficiency than a mere desire to improve. We thus defined and quantified the variable Action either as 0 (none) or 1 (some), even though this is not how motivation was identified in previous studies (e.g., Cumming, ; Nicolás–Conesa, Roca de Larios, & Coyle, ).…”
Section: Methodsmentioning
confidence: 99%
“…These two studies found that whether or not the participants took extra action (e.g., studying for TOEFLiBT) was a much stronger predictor of improvement in their L2 proficiency than a mere desire to improve. We thus defined and quantified the variable Action either as 0 (none) or 1 (some), even though this is not how motivation was identified in previous studies (e.g., Cumming, ; Nicolás–Conesa, Roca de Larios, & Coyle, ).…”
Section: Methodsmentioning
confidence: 99%
“…Reading and feedback occasionally play a prominent role in reading comprehension and writing revision, including weighing the role of vocabulary and characteristics of the writing style, and grasping of sentence structure ( Deane et al, 2008 ). Usually, students must write according to the written materials they read and must create a mental model for the writing task ( Nicola’s-Conesa, 2012 ), which itself could warrant careful reading of the instructions or the original materials. To better complete the writing task, students mobilize their internal mental model to read articles till the time of writing ( Hayes et al, 1987 ).…”
Section: Discussionmentioning
confidence: 99%
“…Whereas some studies on L2 writing report significant differences among proficiency levels and gradual improvement in holistic scores and in accuracy, grammatical and lexical complexity (e.g. Larsen-Freeman, 2006;Tedick, 1990), a number of studies fail to show such an improvement (e.g., Knoch et al, 2014Knoch et al, , 2015Nicolás-Conesa et al, 2014). Contrasting results are also obtained in error development: whereas some studies found out a linear error development (e.g.…”
Section: Studymentioning
confidence: 91%